Trampoline assembly and related methods

ABSTRACT

A system includes a mini trampoline assembly for use in conjunction with an active learning session(s) system. The assembly includes a frame with one or more segments, a stretchable platform, and optionally a dress skirt for the trampoline.

RELATED APPLICATION

This application is a continuation and claims the benefit of PCT application PCT/US2012/055610, filed on Sep. 14, 2012, having attorney docket no. 06800.001WO1, which is hereby incorporated herein by reference in it entirety.

TECHNICAL FIELD

The present disclosure relates to a trampoline assembly and related methods.

BACKGROUND

The U.S. Centers for Disease Control and Prevention (CDC) has ranked obesity as the number one health risk facing America. Obesity results in hundreds of thousands of deaths a year in the United States and costs the national economy billions of dollars each year.

Childhood obesity affects more than 15 percent of the population of people under 18. In children, obesity can lead to lower self-esteem, depression, and significantly diminish quality of life. Obesity also increases the child's risk for developing serious obesity-related health conditions such as diabetes, heart disease, and hypertension, among others. Weight gain and obesity are caused by consuming more calories than the body needs—most commonly by eating a diet high in fat and calories, and not burning enough calories, such as living a sedentary lifestyle or lack of exercise. Children typically need 60 minutes of cardio every day.

SUMMARY

A system includes a movement instrument assembly for use in conjunction with an active learning session(s) system, where the movement instrument assembly includes two or more components. The two or more components include at least a frame, a stretchable platform, and a dress skirt, the movement instrument assembly for forming a movement instrument, and the active learning session(s) system includes a nature component.

Several options for the system are as follows. For instance, in an option, the movement instrument is a drum, and the drum sized to permit one human to jump thereupon, and others receive the bounce. Optionally the drum has a frame, and the stretchable platform is coupled with the frame. The stretchable platform is coupled with the frame with stretchable cords, or one or more springs. The system further optionally includes a movement instrument dress skirt that is over and around the movement instrument, where the movement instrument dress skirt includes one or more education pockets including one or more cavities therein. In another option, the movement instrument dress skirt is formed of multiple components including a fabric disc-shaped material and a fabric rectangular-shaped material. The disc-shaped material or the rectangular shaped material is optionally coupled with the frame with one or more magnets, hook and loop fastener, hooks, or a combination.

The active learning session(s) system includes one or more of a math, science, music/movement, art, history, nature/nutrition, and writing where the children capture the lessons as it relates to who they are further transforming them into a print that is attached to the dress skirt.

In another embodiment, a method includes providing a movement instrument assembly including two or more components, providing a comprehensive active learning session(s), assembling the components of the movement instrument assembly as part of the curriculum to form a movement instrument, and jumping and receiving the bounce on the device as part of the curriculum.

Several options for the methods are as follows. For instance, assembling the movement instrument assembly includes weaving stretchable cords with a stretchable platform and a frame, thereby coupling the stretchable platform with the frame, assembling the movement instrument assembly includes coupling springs with a stretchable platform and a frame, thereby coupling the stretchable platform with the frame, or assembling the movement instrument assembly includes disposing a movement instrument dress skirt over the movement instrument.

The method further optionally includes coupling a portion of the movement instrument dress skirt with a frame of the movement instrument, where coupling the portion of the movement instrument dress skirt with the frame includes coupling with magnets, hook and loop fastener, hooks, or a combination. In a further embodiment, the method further includes assembling a totem with portions of the movement instrument dress skirt, or other materials such as, but not limited to recycled materials including corrugated board.

These and other embodiments, aspects, advantages, and features of the present invention will be set forth in part in the description which follows, and in part will become apparent to those skilled in the art by reference to the following description of the invention and referenced drawings or by practice of the invention. The aspects, advantages, and features of the invention are realized and attained by means of the instrumentalities, procedures, and combinations particularly pointed out in the appended claims and their equivalents.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a top view of a movement instrument as constructed in accordance with at least one embodiment.

FIG. 2 is a side view of a dress skirt as constructed in accordance with at least one embodiment.

FIG. 3 is a perspective view of a movement instrument and dress skirt as constructed in accordance with at least one embodiment.

FIG. 4 is a block diagram of a totem as constructed in accordance with at least one embodiment.

FIG. 5 is an active learning wheel as constructed in accordance with at least one embodiment.

FIG. 6 is a portion of a system in as constructed in accordance with at least one embodiment.

FIG. 7 is a system in accordance with at least one embodiment.

FIG. 8 is a frame of a system in accordance with at least one embodiment.

FIG. 9 is a stretched platform of a system in accordance with at least one embodiment.

FIG. 10 is an elastic cord for weaving the platform to the frame of a system in accordance with at least one embodiment.

FIG. 11 is a portion of a drum dress skirt of a system in accordance with at least one embodiment.

FIG. 12 illustrates a portion of a frame constructed in accordance with at least one embodiment.

FIG. 13 illustrates a portion of a frame constructed in accordance with at least one embodiment.

FIG. 14A illustrates a portion of a frame constructed in accordance with at least one embodiment.

FIG. 14B illustrates a portion of a frame constructed in accordance with at least one embodiment.

FIG. 15 illustrates a stretchable platform constructed in accordance with at least one embodiment.

FIG. 16 illustrates a portion of a frame constructed in accordance with at least one embodiment.

FIG. 17 illustrates a portion of collapsed assembly constructed in accordance with at least one embodiment.

FIG. 18 illustrates a container for the portion of a frame constructed in accordance with at least one embodiment.

DESCRIPTION OF THE EMBODIMENTS

In the following detailed description, reference is made to the accompanying drawings which form a part hereof, and in which is shown by way of illustration specific embodiments in which the invention may be practiced. These embodiments are described in sufficient detail to enable those skilled in the art to practice the invention, and it is to be understood that other embodiments may be utilized and that structural changes may be made without departing from the scope of the present invention. Therefore, the following detailed description is not to be taken in a limiting sense, and the scope is defined by the appended claims and their equivalents.

A system creates an active integrated learning atmosphere with an exciting active learning session(s) that provides a movement instrument inside the classroom for daily movement. The system will provide a source to help reverse childhood obesity, let children's imaginations thrive and inspire peace in the classrooms. The system assists in reversing childhood obesity, helps children's imagination thrive and helps them find their inner peace via daily movement in the classroom. The integrated active learning sessions help the children understand who they are by building their self esteem and connect them with others in the classroom. An active learning program builds progressively each year to increase their understanding and elevate their learning.

In an embodiment, the movement instrument 120 is a drum, such as, but not limited to, a jumping drum, a rebounder, trampoline, or a mini-trampoline. The movement instrument includes a frame 121 that supports the overall structure of the movement instrument 120.

The mini trampoline is light, portable and operable, and is adapted for and configured to easily transforming between a collapsed configuration (i.e. FIG. 17) and an assembled configuration (i.e. FIG. 16). For example, the trampoline has structure including discrete components that are threaded on a member, such as an elastomeric member. In a collapsed configuration, the mini trampoline can be carried over the shoulder, in an embodiment. In one or more embodiments, the mini trampoline is assembled by releasing the frame 121 and allowing it to unfold. In one or more embodiments, the mini trampoline is assembled by coupling two or more segments together, which are at least partially held together by an elastomeric member disposed through the segments, for example through a central portion of the segments.

In one or more embodiments, the mini trampoline includes a frame formed of a flexible material including a shape memory material. In an example, the frame has shape memory material. In an example, the mini trampoline is coiled into a small footprint as shown in FIG. 14A. The frame can be secured using a clutch, or a container to retain the frame in the small coiled position. To assemble the frame, the clutch is released, and/or the frame is removed from the container. The shape memory material returns to the circular shape, as shown in FIG. 14B once removed from the clutch and/or container. The clutch can be further used to retain the frame in the circular shape for additional stability.

In one or more embodiments, the frame 121 is formed of two or more segments 119 coupled together via an elastomeric member 117, as shown in FIG. 12. For instance, in one or more embodiments, the frame 121 is segmented into two or more discrete and separate segments 119 that can be coupled together to form the overall frame, and the two or more segments are movable relative to one another. For example, in at least one embodiment, supporting legs 123 of the frame are separate from an upper round of the frame 121, and the legs 123 are hingedly coupled with the upper round of the frame 121, allowing for the movement instrument 120 to be collapsed to a lower profile overall footprint. This allows for ease in carrying the instrument 120, and storage of the instrument 120.

In one or more embodiments, the upper round of the frame 121 includes one or more segments 119 associatively coupled with one another. For example, the segments can be strung together with an elastic component allowing for the segments to be temporarily de-coupled and folded to a collapsed position. In one or more embodiments, the segments of the upper round 125 can be hingedly coupled with one another, allowing for the instrument to be collapsed to a smaller overall footprint.

In one or more embodiments, the segments 119 have a hollow cross-section allowing for the elastomeric member 117 to be threaded through a central opening. The segments 119 can be assembled into a circular shape, held together in part by the elastomeric member, as shown in FIG. 13. In one or more embodiments, the segments 119 further include coupling members along the end portions, allowing for the segments 119 to be securely coupled to one another. For example, the coupling can have male/female coupling members, or interlocking members. In another embodiment, the elastomeric member 117 includes shape memory material. The segments 119, when removed from a clutch or a container, or deployed by a deployment mechanism, are pulled into alignment by the shape memory elastomeric member 117 that is threaded therethrough. In another option, the elastomeric member can be disposed alongside an outer portion of the frame segments 119.

In yet another embodiment, the frame is assembled by pressing and/or pulling on the inner stretchable platform. Referring to FIGS. 15-18, in a further embodiment, the stretchable platform 124 includes three of more tension members 210 therethrough. The tension members 210, in an embodiment, crisscross and overlap in the center portion of the platform 124. The tension members 210 are held under tension during use, for example as the trampoline is being used by the user. The tension members are held in tension when the trampoline is in the assembled configuration, for example, using the frame.

A clutch on the frame can be released to release the tension members 210 such that the stretchable platform 124 can be pulled, for example, with a hook member 220. In an embodiment, the tension members 210 would be at a top portion of the hook member 220 in assembled configuration, and at a bottom portion of the hook member 220 when released.

In another embodiment, the platform 124 can be pushed to release the tension members 210. When released and optionally pulled or pushed, the platform 124 is collapsed, the segments 119 of the frame are disassembled, and the legs 123 are collapsed together as shown in FIG. 17, allowing the assembly to be placed in an elongate container 230, an example of which is shown in FIG. 18. In an example, the container 230 can be carried over the shoulder.

In one or more embodiments, the tension members are adapted to collect energy, for example vibration energy. The energy can be collected and stored in an energy collection device 135, and used at a later time. In one or more embodiments, an energy collection device is coupled with the tension members, or the stretchable pad, or is included with the stretchable pad. The energy collections device converts and/or stores mechanical energy from the tension members. In an example, the mechanical energy is converted to electricity and stored. The stored energy is used to provide energy to light and/or sound producing components.

The drum 122, as shown in FIG. 1, is used with an active learning session(s), such as an active learning integrated program that combines math, science, music/movement, art history, nutrition, and writing. The active learning sessions can be implemented using a drum dress skirt and learning materials, such as an active learning wheel 130, as shown in FIG. 5. The active learning wheel 130 can be formed of circular materials and openings to emphasize a circular theme within the program. The active learning wheel 130 is rotated to expose information, or answers to questions written along an outer portion of the wheel.

The fun begins when the children transform the rebounder into a movement instrument that replicates a drum, which is why it is a jumping drum, whereby the children take part in creating the drum dress skirt that reflects and expresses who they are and connects their talents with their classmates.

As part of the active learning session(s), the children participate in five or more active learning sessions guided by their classroom teacher whom too is part of the session. Each session can integrate one or more of math, science, music/movement, art, history, nature/nutrition, and writing, which are all optionally in tune with their local community partners and their environment. Each session further optionally includes time for the children to journal about their experience and what it means to them. Their experience is portrayed on prints that connect a circle around the drum dress skirt which they create. These prints then have the ability to be connected virtually across the nation to connect all children creating a display of our nation's upcoming talents and gifts. The movement instrument now complete with all of the children's prints becomes a movement instrument inside the class room that they can use for classroom studying and active learning throughout the remaining school year.

The movement instrument such as the drum or mini trampoline acts as an instrument in the classroom to help kids stay active, healthy, aware of each other and who they are and respectful of one another. Children can work together via a buddy program where one bounces another or others while practicing and studying math equations, tracking heart rate, reading, spelling and much more. Jumping and bouncing help the students stay focused inside the classroom.

Jumping and/or dancing on the movement instrument stimulate every cell of the body including every cell of the brain and neuromuscular system which accelerates learning and enhances memory retention. Jumping and/or dancing on the movement instrument stimulates the circulation of the thirty cerebral spinal fluid chemicals, slows the brain waves to alpha level, integrates the senses, stimulates improved balance and coordination, enhances hormone production, improves cellular communication and more. Learning takes place at the bottom of the bounce, repetition increases the G-force as one bounces affects the cells of the brain as well as the rest of the body chemically, electrically, neurologically and mechanically.

Repetition of an impression to be learned records the learning in the cells, this is why children repeating multiplication tables while rebounding can lock them into memory efficiently and sprouts motion can be learned more quickly when repeated over and over on the rebounder. All can be accomplished standing or sitting. The overall active learning integrated sessions is grounded in the seven directions:

1. North, 2. South, 3. East, 4. West, 5. Sky, 6. Earth, 7. Inner—Child.

In an option, the movement instrument includes multiple support elements such as legs 123. In an option, the legs 123 are telescoping legs 123, and/or allow for stacking of the movement instrument. In addition, the legs 123 can telescope or collapse into the frame itself. The legs 123 can be coupled on one or both sides of the device, allowing for the device to be used in other manners, such as a handle for another type of exercise, or buddy exercising. In another option, the movement instrument has six legs 123. The six legs 123 of the movement instrument represent the first six directions while the seventh direction is represented by the child in the center of the movement instrument. The child creates a rhythm of movement where their legs 123 become the drum sticks on the drum. The movement instrument is designed to reflect the colors and attributes of these directions.

In an option, the above directions of the children are grounded in the Kingdom hierarchy of life: 1. Mineral Kingdom, 2. Plant Kingdom, 3. Animal Kingdom, 4. Human Kingdom.

The materials used to create the drum and its dress skirt reflect these kingdoms so the children can experience all of them. For instance, the components can be created with United States manufactured products that have the ability to be reused, re/upcycled or biodegraded, all with the intent to leave zero footprint for the good of the next seven or more generations. For example, the platform can be re-used as a garden cover in a gardening activity at school. The stretchable cords can be used to weave drum dresses together for the totem or a quilt.

The connection of the seven directions integrated with the four kingdoms provide a web of an experience for each grade level to experience as they learn each piece applying to the greater circle of the outer world and what each learning connects to who they are. As an example when the child learns about minerals in all the seven directions they will come to learn in the 7th direction what mineral is represented by their birthdate, its meaning and its story.

The drum dresses at the end of the year are then connected to the other classrooms to create a blanket or quilt for the schools for fundraisers. A new school year begins with new drum dress creations for each class room. The physical structure acts as a consistent frame 121 work for the new classroom. The beginning of the school year starts with the beginning of the circular theme, where the circular theme is continued by the children sitting in circles during instruction, circular shaped writing materials, and circular shaped computer images. At the end of the school year, the activities come full circle, and the materials are recycled.

Example dimensions for the drum dress skirt include the following: 40″ outside diameter of the frame 121, 38″ inside diameter of the frame 121, 32″ diameter of jump mat, 6″ difference between frame 121 and mat. Ina further option, the materials includes a ½″ fudge factor for cleats times 2, and 5″ remaining difference between cleats and frame 121 divided by 2 would give 2½ inches for the bungee band material. This allows for ease in children to stretch and work the bungee band around the frame 121. The shorter bungee would also make the bounce more reliable/stable.

In another embodiment, the devices can be created with a circular computer pad that has a central hub inside the class room, similar to multi desk technology. The computers also would have the ability to capture the children's voice/vibration from the drum so they can create their song and share it virtually within the classroom or with other students.

When the print is created and the student adds their individuality to it the printer will create a copy of it on a flexible paper or fabric so the child can further create the art on the footprint and attach it to the outside of the rebounder via a hook and loop fastener or a heat bond type product. Virtually the kids across the nation will be able to experience the footprints and voices of other children in the United States or in other nations.

In a further embodiment, the materials can be used to create a totem 150 that represents who the children stand for as a classroom as a group of children. An example of the totem 150 is illustrated in FIG. 4. The totem 150 can be formed of portions of the dress skirt and/or recycled materials such as corrugated board and attached with a structure, such as a pole. The totem 150 can include circular features to continue with the circular theme. Through the active learning sessions, the children will to learn about the mineral, plant and animal kingdom the areas can transform into a classroom totem which can also be shared virtually. The active learning sessions(s) help the children understand who they are individually within the kingdom, and the role they play within the worldly kingdom.

In another embodiment, a system includes a movement instrument assembly for use in conjunction with an active learning session(s) system, where the movement instrument assembly includes two or more components. The two or more components include at least a frame 121, a stretchable platform, and a dress skirt, the movement instrument assembly for forming a movement instrument, and the active learning session(s) system includes a nature component.

Several options for the system are as follows. For instance, in an option, the movement instrument 120 is a drum 122, and the drum sized to permit one human to jump thereupon creating the bounce for others to receive, and optionally the drum 122 has a frame 121, and the stretchable platform 124 is coupled with the frame 121. The stretchable platform 124 is coupled with the frame 121 with stretchable cords 126, or one or more springs. The system further optionally includes a movement instrument dress skirt disposed over the movement instrument, where the movement instrument dress skirt includes one or more education pockets 129 including one or more cavities therein. The pockets 129 can be used as part of a lesson, for example, to collect mineral items such as rocks. The pockets 129 can be disposed on an inner portion of the dress skirt 128 and/or an outer portion of the dress skirt 128.

Further options include incorporating an energy component. For example, a rim of the movement device can light up, for example, when a person bounces on the movement device. For instance, LED can collect energy and light, for instance along a border of the pad, and turning the movement into a game based on energy. For instance, the lights are lit depending on energy expelled, or different colors of lights could represent symbolic directions as part of the instruction. In a further option, the movement device including portions thereof can collect and/or utilize energy from other sources such as, not limited to, collecting solar energy or collecting and/or using energy from a person's movement on the device. Engineering instruction can also be incorporated as another learning opportunity in the classroom. In one or more embodiments, the stretchable pad includes energy collection materials to store energy created by jumping on the pad. In an example, strands are woven into the pad and are electrically coupled with outputs, such as a visual output (i.e. lighting), audio output. In one or more embodiments, the pad is configured to provide biofeedback to the user. For instance, the user would be electrically coupled with the pad, the pad is electrically coupled with electronics that would calculate user data, and can store and/or provide feedback to the user about the health of the body.

In another option, the movement instrument dress skirt 128 is formed of multiple components including a fabric disc-shaped material and a fabric rectangular-shaped material. The disc-shaped material or the rectangular shaped material is optionally coupled with the frame 121 with one or more magnets, hook and loop fastener, hooks, or a combination. Other types of coupling mechanisms can be used, for example, if a non-metal frame is used.

The active learning session(s) system includes one or more of a math, science, music/movement, art, history, nature/nutrition, and writing component.

In another embodiment, a method includes providing a movement instrument assembly including two or more components, providing a comprehensive active learning session(s), assembling the components of the movement instrument assembly as part of the curriculum to form a movement instrument, and jumping on the device as part of the curriculum.

Several options for the methods are as follows. For instance, assembling the movement instrument assembly includes weaving stretchable cords with a stretchable platform and a frame 121, thereby coupling the stretchable platform with the frame 121, assembling the movement instrument assembly includes coupling springs with a stretchable platform and a frame 121, thereby coupling the stretchable platform with the frame 121, or assembling the movement instrument assembly includes disposing a movement instrument dress skirt over the movement instrument.

The method further optionally includes coupling a portion of the movement instrument dress skirt with a frame 121 of the movement instrument, where coupling the portion of the movement instrument dress skirt with the frame 121 includes coupling with magnets, hook and loop fastener, hooks, or a combination. In a further embodiment, the method further includes assembling a totem 150 with portions of the movement instrument dress skirt.

It is to be understood that the above description is intended to be illustrative, and not restrictive. Many other embodiments will be apparent to those of skill in the art upon reading and understanding the above description. It should be noted that embodiments discussed in different portions of the description or referred to in different drawings can be combined to form additional embodiments of the present application. The scope of the invention should, therefore, be determined with reference to the appended claims, along with the full scope of equivalents to which such claims are entitled. 

What is claimed is:
 1. A trampoline comprising: a frame including one or more discrete segments forming an upper round, the two or more discrete segments removably coupled with each other, the frame including two or more legs extending therefrom; an elastomeric member associated with the frame; a stretchable platform coupled with the upper round of the frame; cords coupled with the stretchable platform and the upper round of the frame; and an energy collection device coupled with at least one of the stretchable platform or the cords.
 2. The trampoline as recited in claim 1, further comprising a dress skirt disposed over the frame.
 3. The trampoline as recited in claim 2, wherein the dress skirt includes one or more education pockets including one or more cavities therein.
 4. The system as recited in claim 1, wherein the stretchable platform is coupled with the frame with stretchable cords.
 5. The trampoline as recited in claim 1, wherein the stretchable platform is coupled with the frame with one or more springs.
 6. The trampoline as recited in claim 1, wherein the stretchable platform includes the energy collection device.
 7. The trampoline as recited in claim 1, further comprising an active learning session(s) system for use with the trampoline, the system includes one or more of math, science, music/movement, art, history, nature/nutrition, or writing.
 8. The trampoline as recited in claim 1, wherein the elastomeric member is threaded through a central opening of the segment.
 9. The trampoline as recited in claim 1, wherein the frame has shape memory material.
 10. The trampoline as recited in claim 1, wherein the elastomeric member includes shape memory material.
 11. A method comprising: assembling a trampoline assembly including a frame and a stretchable platform, the frame having two or more segments with an elastomeric member associated therewith, the frame including two or more legs; and assembling the trampoline assembly includes coupling the segments together to form a round portion of the frame.
 12. The method as recited in claim 11, wherein assembling the trampoline assembly includes weaving stretchable cords with the stretchable platform and the frame, thereby coupling the stretchable platform with the frame.
 13. The method as recited in claim 11, wherein assembling the trampoline assembly includes coupling springs with the stretchable platform and the frame, thereby coupling the stretchable platform with the frame.
 14. The method as recited in claim 11, wherein assembling the trampoline assembly includes disposing a movement instrument dress skirt over the trampoline assembly.
 15. The method as recited in claim 14, further comprising coupling a portion of the movement instrument dress skirt with the frame of the trampoline assembly.
 16. The method as recited in claim 15, wherein coupling the portion of the movement instrument dress skirt with the frame includes coupling with magnets.
 17. The method as recited in claim 14, further comprising assembling a totem with portions of the movement instrument dress skirt.
 18. The method as recited in claim 11, further comprising interconnecting information from a first classroom with one or more other classrooms.
 19. The method as recited in claim 11, further comprising releasing the trampoline assembly from a clutch to assemble the trampoline assembly.
 20. The method as recited in claim 11, further comprising moving the stretchable platform and disassembling the trampoline assembly. 